درخت حوزه‌های تخصصی

Purpose: This study aims to examine the moral curriculum in Iranian schools in Dubai, assesses its alignment with the National Curriculum Document of the Islamic Republic of Iran, and proposes strategies for optimization. Methodology: A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software. Findings: The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers. Conclusion: The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.

Purpose: In the context of rapidly evolving digital landscapes, digital media literacy has become a foundational element in primary education, crucial for preparing students to navigate and influence their digital surroundings effectively. This study aims to identify and describe the key components of digital media literacy as taught in primary schools, focusing on the insights of faculty members from Iran to understand how these components are integrated into the educational system. Methodology: Employing a qualitative research design, this study gathered data through semi-structured interviews with 21 faculty members who are directly involved in teaching digital media literacy in primary schools across Iran. Theoretical saturation was achieved to ensure comprehensive coverage of the concepts. Data were analyzed using NVivo software to facilitate a thorough thematic analysis, identifying the core components of digital media literacy education. Findings: The analysis revealed five main themes central to digital media literacy in primary education: Transfer, Usage, and Digital Competence; Computer Fundamentals; Online Basics Skills; Word Processing, Spreadsheet, and Presentation Skills; and Database and Data Security Skills. Each theme comprised several categories that detailed specific skills and knowledge areas essential for comprehensive digital literacy, ranging from basic computer operations to advanced data management and security. Conclusion: The study underscores the importance of a robust digital media literacy curriculum in primary education, highlighting specific skills that are crucial for students' development as competent digital citizens. It also points to the need for ongoing teacher training to keep pace with technological advancements, ensuring that educators are well-equipped to impart these essential skills.

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.

Purpose: One of the critical issues in addressing migrant students is the improvement of cultural adaptation. Therefore, the objective of this study was to analyze the drivers for enhancing cultural adaptation in addressing migrant students through education. Methodology: This study was applied in terms of its objective and utilized a mixed-methods approach (qualitative and quantitative) in terms of execution. The study population in both sections consisted of managers and teachers familiar with the research field, from which 18 individuals were selected as samples based on the principle of theoretical saturation using purposive sampling. The research instruments included literature review, semi-structured interviews, and a researcher-made questionnaire. Initially, experts were interviewed, and then 15 of those who expressed willingness evaluated the importance of the extracted drivers. In this study, the coding method was used to identify the drivers for improving cultural adaptation in addressing migrant students through education, the importance and uncertainty method to identify key drivers, and the structural analysis method using MICMAC software to understand the influence of the drivers. Findings: The findings indicated that the most important drivers for enhancing cultural adaptation in addressing migrant students through education were, in order, training managers on how to interact with migrant students, short-term training for teachers, training all students on how to interact with migrant students, training parents on how to teach communication principles with different cultures, training teachers by school managers, short-term training for school managers, training managers on how to deal with errant teachers, training migrant students on how to handle other students' behaviors, in-service training for teachers, training teachers through brochures, and training migrant parents to enhance their children's communication skills. Additionally, the drivers' impact levels were ranked, with the training of parents on communication principles with different cultures, training managers on interacting with migrant students, training managers on dealing with errant teachers, training migrant parents to enhance their children's communication skills, training all students on interacting with migrant students, short-term training for teachers, in-service training for teachers, training teachers by school managers, short-term training for school managers, training teachers through brochures, and training migrant students on handling other students' behaviors being the most influential. Conclusion: Cultural specialists and planners in the country can utilize the identified drivers from the present study, considering their importance and impact, to improve cultural adaptation in addressing migrant students through education.

Purpose: Organizational health within schools significantly influences teacher well-being, professional efficacy, and student outcomes. This study aimed to identify and explain the dimensions and components of organizational health among middle school teachers in Tehran, focusing on how individual, organizational, and environmental factors contribute to the overall health of educational institutions. Methodology: Adopting a qualitative research design, this study engaged 26 middle school teachers from Tehran through semi-structured interviews. The participants were selected purposively to ensure a diverse representation of experiences and viewpoints. Data collection continued until theoretical saturation was reached, and thematic analysis was employed to identify and analyze the emerging themes related to organizational health. Findings: The study revealed that individual factors such as motivation, professional development, and job satisfaction; organizational factors including leadership, communication, and organizational culture; and environmental factors like policy influence and community engagement are critical to the organizational health of schools. These factors together create a comprehensive framework affecting the overall effectiveness and well-being of educational settings. Conclusion: The findings underscore the importance of addressing both the internal and external components of organizational health in schools. A holistic approach that considers individual, organizational, and environmental factors is essential for fostering a positive educational environment, supporting teacher well-being, and enhancing student achievement. The study provides valuable insights for educational leaders, policymakers, and practitioners aiming to improve the organizational health of schools.

Purpose: Enhancing divergent thinking and academic enthusiasm in students can positively affect their academic and non-academic performances. Consequently, the present study aimed to determine the effectiveness of critical thinking education on divergent thinking and the academic enthusiasm of high school students. Methodology: This quasi-experimental study followed a pre-test, post-test, and follow-up design with experimental and control groups. The research population comprised all female students in the 10th and 11th grades of the academic branch in Saveh city for the 2022-23 academic year, with a sample size calculated as 25 for each group based on G*Power software. Thus, 50 individuals were purposively selected and randomly assigned to experimental and control groups. The experimental group underwent 10 sessions of 75-minute critical thinking training, while the control group received no intervention during this period. The research instruments included the divergent thinking subscale in Kolb’s (1984) Learning Style Inventory and Schaufeli et al.’s (2002) Academic Enthusiasm Questionnaire. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS software. Findings: The results showed significant differences between the experimental and control groups in post-test and follow-up stages in terms of divergent thinking and academic enthusiasm. In other words, critical thinking education led to an increase in divergent thinking and academic enthusiasm among high school students, and the results were sustained at the follow-up stage (P<0.05). Conclusion: According to the results of this study, counselors and psychologists can use critical thinking education alongside other effective educational methods to improve academic and non-academic characteristics of students.

Purpose: The interaction styles of teachers play a significant role in improving both academic and non-academic outcomes for students. Thus, this study aimed to determine the structural relationship of teachers' interaction styles based on social adaptability, psychological hardiness, and academic achievement motivation with mental health mediation in eighth grade female students. Methodology: This study was applied in its objective and cross-sectional in its execution, utilizing a correlational type. The population of this study comprised all eighth-grade female students in the city of Kangavar in the academic year 1401-1402, totaling 2417 students. Based on the Krejcie and Morgan table, 379 of them were selected as the sample through multi-stage cluster random sampling. Data collection tools included questionnaires on teachers' interaction styles, social adaptability, psychological hardiness, academic achievement motivation, and mental health, which were analyzed using the Structural Equation Modeling (SEM) method in Amos software. Findings: The findings of this study indicated that the variables of social adaptability, psychological hardiness, and academic achievement motivation had a direct and significant effect on mental health, and the variables of social adaptability, psychological hardiness, academic achievement motivation, and mental health had a direct and significant effect on teachers' interaction styles. Moreover, the variables of social adaptability, psychological hardiness, and academic achievement motivation had an indirect and significant effect on teachers' interaction styles through the mediation of mental health (P<0.05). Conclusion: Based on the results of this study, to improve interaction styles, it is possible to create conditions for improving the variables of social adaptability, psychological hardiness, academic achievement motivation, and the mental health of students.

Purpose: The present study aimed to design a framework for recruiting non-teaching educational staff in Iran’s Ministry of Education. Method: The present study pursues a qualitative approach. The statistical population of the research included experts and professors in the field of specialization and the senior managers of the General Department of Education of Semnan province in the academic year of 2023-2024, among which 15 were chosen as the samples using theoretical saturation sampling and targeted sampling. The research instruments were a semi-structured interview and a review of the existing documents on this subject. The collected data were validated using member checking. The data validity was evaluated and confirmed using the quality criterion (reliability). The research data analysis method was thematic analysis in three levels: basic themes, organizing themes and Global Themes. Findings: The data analysis led to the identification of 393 basic themes, 33 number-one organizing themes, and 13 number-2 organizing themes in the field of specialization in recruiting non-teaching educational staff in the Ministry of Education. These themes were categorized under 4 global themes including expertise management with two organizing themes (expertise management and performance management), resource management with four organizing themes (human, time, material, and information), change management with three organizing themes (change in organizational structure, change in competitive atmosphere, and change in attitude), and management of organizational development with four organizing themes (managerial capabilities, human resource planning, creation of specialization culture, and organizational interactions). Conclusion: The use of elite and expert employees in the nonteaching sector of the educational system, as a leading institution in providing extensive services to the general public, depends on the presence of a specialization pattern in the recruitment of non-teaching staff. Identification of specialization criteria in the non-teaching sector, which has been done in this research, helps with the formulation of an appropriate specialization model to employ skilled and specialist staff in this sector.